Constitution Day lessons and activities, 2014
by Lori Keekley
The Scholastic Press Rights Commission works to provide information and resources on legal and ethical issues to journalism students, teachers and administrators. SPRC members also work to promote the First Amendment rights of students across the nation, and is a commission of the Journalism Education Association.
We designed our Constitution Day lesson plans to help students celebrate the Constitution and Bill of Rights, as mandated by Congress. Legislation requires schools to offer lessons on the Constitution and how it affects all Americans. Our lesson plans emphasize the First Amendment and particularly the freedoms of speech and the press.
Application of libel law: Ventura lesson
Application of Libel Law
by Lori Keekley
Description
Students will examine the tenets and defenses of libel while analyzing a recent court case. The lesson spans two days, but could be combined to fit into one day if needed. Students also will examine how the First Amendment plays a role libel law.
Objectives
• Students will learn the basic tenets of libel law
• Students will learn the defenses to a libel claim.
• Students will apply both the tenets of libel and defenses to libel.
Common Core State Standards
• CCSS.ELA-Literacy.RI.9-10.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
• CCSS.ELA-Literacy.RI.9-10.8
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
• CCSS.ELA-Literacy.W.9-10.1.a
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
• CCSS.ELA-Literacy.W.9-10.1.e
Provide a concluding statement or section that follows from and supports the argument presented.
Length
100 minutes (two 50-minute classes)
Materials / resources
Article 1: Star Tribune article to be used for the first day of class
Article 2: Star Tribune article to be used for the second day of class
Article 3: Washington Post article, which is for background
SPLC libel info
Lesson step-by-step
Day 1
1. Introduction — 5 minutes
Situation: An author claimed he had a barfight with “Scruffy Face” in a recent book. He later identified the other participant. The “Scruffy” said this alleged fight harmed his reputation. Who do you think would win in a libel suit?
2. Review — 10 minute
Using the SPLC libel information, please have students describe the following terms:
–The four parts of libel according to the Student Press Law Center?
(Publication, Identification, Harm, Fault)
–What are the defenses to a libel claim?
(Consent, Truth, Privilege, Opinion versus Fact)
3. Read article 1 — 10 minutes
While reading the article, ask students to underline the areas they think might be applicable for the prosecution. Ask them to box what would be helpful for the defense. Students should be able to explain their reasoning. Also, ask students to revisit what they decided from the introductory assignment, which opened the class.
4. Debate preparation — 10 minutes
Split the class in half. Assign half to be the prosecution and the other half the defense. They should formulate arguments for their side.
Students should also look at how the First Amendment might apply in this scenario.
5. Debate — 20 minutes
Ask students to debate the case. They should cite the parts of libel law, defensed to libel law and information from the case.
Day 2
1. Introduction — 5 minutes
As students enter, please ask them to write down as many parts of libel law and defenses to libel they can. After a few minutes have passed, ask students to get their notes and add what was missed in a different pen color.
2. Debate recap — 10 minutes
Ask students from the prosecution to reiterate their main points. Make sure they include the terminology they reviewed. After five minutes, switch and ask the defense to do the same. Ask the class to vote on which side they think should win.
3. Read article 2 — 10 minutes
While reading the article, ask students to underline the areas they were surprised about. Students should be able to explain their reasoning. Also, ask students to revisit what they noted at the beginning of class.
4. Read article 3 — 10 minutes
Again, ask students to underline any new information.
5. Small group discussion — 5 minutes
Ask students to share what they noted while reading.
6. Large group discussion — 5 minutes
Have each group report at least three comments they discussed. Comments may not be repeated from group to group.
6. Exit slip assessment — 5 minutes
Ask students to write down as many part of libel law and defenses to libel they can. (No notes, just memory on this.)
Differentiation
If students already are proficient in understanding libel law, this lesson could be condensed to one day.
Beginning students might need more time for understanding libel law — especially if it wasn’t already discussed.
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Evaluating journalistic content: an ethics lesson
Evaluating journalistic content: creating your own coverage process
by John Bowen
Description
Students will examine the following: What is the most complete way to tell a story? What are the ingredients of the perfect, most comprehensive story? Can the approach work for all story types?
Students will work on the following questions:
• What in students’ minds is the “perfect story?”
• How would students achieve the “perfect story?”
• Can students apply an approach like Vox to their coverage?
• What are the strengths and weaknesses of Vox-like reporting?
• What would a scholastic approach look like?
Objectives
• Students will investigate the question of what makes good content
• Students will discuss how to improve weak content using examples and processes from the lesson
• Students will create their own media approaches to more thorough coverage from lesson discussions
Common Core State Standards
CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
CCSS.ELA-LITERACY.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-LITERACY.CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Length
150 minutes (three 50-minute classes)
Materials / resources
Vox.com
All you need to know..is that Ezra Klein’s Vox is nothing special
Vox.com has no idea how to cover culture
Vox.com and News Flash Cards: What do you think?
Ezra Klein on Vox’s launch, media condescension and competing with Wikipedia
Vox.com aims to bring context to news with ‘card stacks’
Vox, the forefront of technology and journalism?
Lesson step-by-step
Day 1
1. Student discovery — 20 minutes
Have students go toVox.com and who we are to examine several Vox stories and read about the Vox concept. They should complete the handout on the following.
• What does Vox say about the purpose of its approach? Why does it work? How does it work?
• Do students think it works? Why? Why not?
• Are the Vox stories complete? Cohesive? Reliable? Verifiable? Accurate? Who or what are the sources, and what does that lead you to ask about the information? How well do they use multiplatform materials?
• If you were to adapt a Vox-like approach, what would you chose to to use, not to use?
2. Readings — 30 minutes
Assign each group to read one of the following articles about Vox and be ready to discuss in class.
• All you need to know..is that Ezra Klein’s Vox is nothing special
• Vox.com has no idea how to cover culture
• Vox.com and News Flash Cards: What do you think?
• Ezra Klein on Vox’s launch, media condescension and competing with Wikipedia
• Vox.com aims to bring context to news with ‘card stacks’
• Vox, the forefront of technology and journalism?
Day 2
1. Link — 5 minutes
Ask students to describe what they learned about the concept of Vox.com during the previous class.
2. Reading review — 15 minutes
Assign students to form six groups. Have each group reread and concentrate on one of the articles. Ask students to think about points made and evaluate them in terms of creating their own version of Vox using the following questions:
—What do they like about Vox and would include
—What do they dislike and would not include
—What would they change and why?
—Could they make something like Vox work on the scholastic level, and how?
3. Reports — 15 minutes
Each group should report on what it discussed.
4. Practical application — 15 minutes
Once the articles and Vox have been thoroughly discussed, break the students into team of five and have them:
—Decide how they would focus their approach to cover a localized issue or event
—Choose the topic, its sources and questions to build coverage around (core story)
—Begin to research and gather/suggest the “card stacks” to make their coverage complete
—Evaluate their materials as they go, and prepare to explain their choices to each team in
–Students will decide which, if any, of their story approaches would work and implement decisions on each.
• Would their approach provide “perfect story” coverage? Why/why not?
• What could be changed to make stories more effective?
• Do they think audiences would be more completely informed using this approach? Why or why not?
• What changes, if any, would they have to make in their operations to be effective?
• Is this approach valuable enough to make those changes?
• Is this approach valuable enough to make those changes?
Day 3
1. Group preparation — 10 minutes
Students should review the information from the practical application from the previous class.
2. Presentation — 40 minutes
Each team shares its story concepts, sources and presentation.
Teams will discuss the ethical issues raised in the coverage and well as the news principles and judgment of story and card selection.
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How much information is enough for a story? An ethics lesson
How much information is enough for a story?
by John Bowen
Description
Students will explore the following questions: What makes a good headline? What makes a good infographic? What makes a good multimedia package? Is the practice of “All you need to know about X” bad for journalism? In working on those questions, students will also work on formulating corrections for weak practices. They will also work toward forming defenses of stronger processes and policies. One way or another, students will decide the kind of policy they would develop to create an effective and credible news practice. This could involve guidelines or policy for the staff manual.
Objectives
• Students will read and be able to critique an article about coverage cliches
• Students will examine the role coverage cliches play in the media
• Students will draft a policy or guidelines about using this type coverage in their media
Common Core State Standards
• CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem
• CCSS.ELA-LITERACY.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain
• CCSS.ELA-LITERACY.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas
• CCSS.ELA-LITERACY.CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others
Length
150 minutes
Materials / resources
• The absolute worst cliche online today
http://www.washingtonpost.com/posteverything/wp/2014/07/22/the-absolute-worst-cliche-online-today/
Lesson step-by-step
Day 1
1. Background — 15 minutes
Have students read the article,The absolute worst cliché online today. Ask students to either highlight or underline important aspects of the article.
2. Pair work — 10 minutes
Students should prepare a 25-word statement of belief about the points the author makes. If they are not familiar with the practices noted, have them use Internet access to see examples.
3. Work with article concepts — 25 minutes
Once students have read the article and completed their statement, have students find three examples online of the process the author talks about, two in news coverage and one in something else. Students should be ready to discuss the newsvalue, cohesiveness and credibility of the information in these pieces.
Day 2:
1. Link to the last class – 5 minutes
2. Small group discussion – 20 minutes
Divide the class into groups of five to discuss the Washington Post article and the examples they found. Write down their discussion using this handout.
Questions they might address include:
• Do headlines like the ones in your articles catch reader attention, provide enough information or set the stage for misinformation? Or, something else?
• How do you react to the examples you found? Did they present complete and cohesive information so readers have enough of the story to take action or feel they are informed?
• Who or what were the sources of the information? Was the information presented objectively, or did that matter? Could you verify the information presented, and through reliable sources?
• Discuss what you found in relation to the author of “All you need”s points. Do you agree, disagree? Does the author support her points?
• Do you feel the examples – and the author’s point – indicates a bad journalistic practice? Why or why not? If a good practice, how would you defend it? Be specific.
3. Policy drafting and poster creation – 25 minutes
Once the groups have discussed these questions, have each group work as a team to prepare a policy or guideline for your staff manual on the practice of “All you need to know” headlines and approaches. Once the team is finished, have them create a poster of visual means of expressing their position to share with the rest of the class.
Day 3
1. Presentation and assessment – 50 minutes
Students should share their poster and team statements. Students should try to reach an agreement for a working position usable for the staff manual.
Differentiation
Use this section to provide teachers changes to the lesson plan to accommodate students at different skill levels or in different learning environments. If this involves different materials or resources, list those in the Materials/Resources section.
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Taking your student media online:
Will students follow online news media?
An ethics lesson
Taking your student media online: Will audiences follow online news media?
by John Bowen
Description
What should you consider before taking your student media online? This lesson will examine areas students should explore prior to transitioning to online.
Students will work through the following questions:
• Why should audiences follow you online?
• What are the benefits of online news?
• What are the downsides of online news?
• What approaches would you take to motivate potential audience to follow you online?
• What would you do to ensure those approaches follow legal and ethical standards?
• How would you create this process into guidelines for your ethics and staff manuals?
Objectives
• Students will read articles concerning taking a publication online.
• Students will work in groups to create a plan to move their media online.
• Students will create a guideline outlining why taking a publication online is important.
Common Core State Standards
CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
CCSS.ELA-LITERACY.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-LITERACY.CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
CCSS.ELA-LITERACY.SL.11-12.1.C
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
Length
100 minutes (two 50-minute classes)
Materials / resources
Online ethics guidelines for student media
Your students love social media…and so can you
Cyberlaw: Internet and online media
Living social: College newsrooms revisiting ethics policies for the Twitter generation
Ways to have a social media presence for your staff when your high school says ‘no’
5 reasons why an online newspaper is not the end of the world
High school journalists take a crash course in newspaper economics
College newspaper readership
Lesson step-by-step
Day 1
Have students read in four groups. Each group reads two different articles before class to help frame the next class discussion.
• Online ethics guidelines for student media
• Your students love social media…and so can you
• Cyberlaw: Internet and online media
• Ways to have a social media presence for your staff when your high school says ‘no’
• 5 reasons why an online newspaper is not the end of the world
• Living social: College newsrooms revisiting ethics policies for the Twitter generation
• High school journalists take a crash course in newspaper economics
• College newspaper readership
1. Student work time — 50 minutes
Using what they read for today, students will work in groups of 5 to plan the process of moving their student media online. Their work should ensure that the processes used are ethical. Remind students they will presented their group’s decision the following day.
Day 2
1. Presentation preparation — 5 minutes
Give students a few moments to review their notes.
2. Presentations — 25 minutes
Student groups should present their plans to each other, allowing time for clarification and alternatives.
3. Guideline creation — 20 minutes
The entire group will then create one or more approaches to inform others about why taking student media online is important. This should result in a workable Action Plan models and guidelines for ethical and staff manuals.
Differentiation
Use this section to provide teachers changes to the lesson plan to accommodate students at different skill levels or in different learning environments. If this involves different materials or resources, list those in the Materials/Resources section.
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The Playwickian v. Neshaminy School Board:
What is freedom of the student press
and how does a staff make and defend editorial decisions?
A lesson in freedom
The Playwickian vs. Neshaminy School Board – What is freedom of the student press and how does a staff make and defend editorial decisions?
by Cindi Hyatt
Description
This lesson is intended to promote discussion of what the First Amendment defines as free speech and press. Students need to recognize that the First Amendment is intended to protect but also intended to encourage “debate on public issues … [and should be] … uninhibited, robust, and wide-open.” according to Justice William Brennan’s opinion in New York Times Co. v. Sullivan (1964).
One of these debates currently in discussion concerns the battle between the Neshaminy School District and the student newspaper, The Playwickian, over the use of the word “Redskin.”
Students will read three primary documents, followed by discussion of key questions. After this lesson, students should have a deeper understanding of the First Amendment and the complexities of freedom of the press as it relates to student journalism. They should also be aware of how and why they make their own editorial decisions in their student run media.
Background expectations: Students should have a basic understanding of Tinker, Bethel, Morse (http://www.uscourts.gov/educational-resources/get-involved/constitution-activities/first-amendment/free-speech-school-conduct/facts-case-summary.aspx) and Hazelwood cases (http://www.uscourts.gov/educational-resources/get-informed/supreme-court/landmark-supreme-court-cases-about-students.aspx). Also a handout of the SPLC’s diagram: (http://www.splc.org/pdf/hazdiagram.pdf). Students should be familiar with the language of the First Amendment and the five freedoms (speech, religion, assembly, petition, press).
Key questions to consider:
• Did the principal and school board meet a standard of reasonableness when they chose to restrict school-sponsored expression?
• Can a government or authority force the students to take this position (compel speech)? In other words, should the school district be able to force the student editors to print a term they find offensive?
• Is the restriction of the term “Redskin” infringe upon the rights of other students’ First Amendment rights, preventing the free flow of discourse?
• How has the Playwickian editorial staff exercised its First Amendment rights as student press?
• How would your staff handle a similar situation?
• Would your staff adopt a policy against using the term redskin for the NFL team Washington Redskins? What would that policy look like? (For further reading on this, please click here.)
Objectives
• Students will read texts that address complex First Amendment issues
• Students will recognize that the First Amendment is open to interpretation
• Students will identify and discuss key points regarding free speech
• Students will recognize both points of view
• Students will discuss how they make editorial decisions
• Students will identify if their publication is protected under the Tinker standard.
• Students will determine if their publication is a public forum
• Students will consider drafting a public policy or an addition to an existing policy for publication that will help serve as protection if any future censorship issues arise with administration.
Common Core State Standards
CCSS.ELA-Literacy.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.9-10.8
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
CCSS.ELA-Literacy.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.11-12.1.c
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
CCSS.ELA-Literacy.SL.11-12.1.d
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Length
135 minutes (three 45-minute lessons)
Days One and Two – Understanding the Neshaminy issue and its connection to the First Amendment’s freedom of the press.
Day Three – Reflecting upon student decision making process regarding freedom as student press and determining if their publication is a public forum.
Materials / resources
Article 1: Playwickian editorial explaining the decision to stop using the word “Redskin”
Article 2: Neshaminy officials could use some schooling
Article 3: Freedom of press belongs to school, not student editors
Lesson step-by-step
Day One
1. Introduction — 5 minutes
Teacher should post or project the First Amendment. Ask students to read through it. What does it mean?
Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.
2. Brainstorm case review — 5 minutes
Ask students to help brainstorm a list of cases in which the First Amendment has been challenged. Write the cases on the board.
If students have not learned the cases, teacher should provide a brief overview of each.
Ask students how the First Amendment has been challenged in student journalism cases.
3. Large group discussion — 15 minutes
Class should discuss how the First Amendment has been challenged in each of these cases.
4. Reading — 10 minutes
Teacher should pass out the handout on the background of the Neshaminy case.
5. Reporting on reading — 10 minutes
Teacher should ask students to tell you what happened in the Neshaminy case.
Day 2
1. Review — 5 minutes
Ask students to debrief of the specifics of the Neshaminy case. Ask them what links can be made between this one and the cases discussed during the last class.
2. Reading — 15 minutes
Students should have three primary texts about the Neshaminy case. Ask them to make notes about what they think is important while reading. Tell them they will be working through questions when finished.
Pass out the following:
• The actual editorial published in The Playwickian October 2013
• An opinion piece by Karen Heller, Philadelphia Inquirer columnist (in favor of the students)
• An editorial from the Union Bulletin in Walla Walla Washington (supporting the administration)
5. Pair work — 15 minutes
Students should answer questions from the handout in pairs.
Handout on Playwickian editorial.
Handout on Inquirer column.
Handout on Walla Walla editorial.
6. Small group discussion — 10 minutes
Students pairs should join another pair to create groups of four. Then, the group should discuss the answers to the worksheet in small groups. Ask them to turn in one sheet per group of four.
Day 3
1. Review — 5 minutes
Teacher should pass out the sheets the students turned in during the last class. Ask students to rejoin the groups from the previous class and review their answers.
2. Link to student publications — 10 minutes
Students will determine which standard – Tinker or Hazelwood – applies to their publication. They may have to look up state school code to determine this.
3. Checklist evaluation — 10 minutes
In the group of four, students should fill out the checklist to help guide them in discussing how they make decisions as an editorial board and about their responsibilities to their school and community.
4. Debrief — 10 minutes
Teacher should ask students what they found and discuss.
5. Reflection — 5 minutes
Teacher should ask students to discuss how they can make ethical and responsible decisions as a staff regarding controversial or sensitive issues. What examples can each group find?
6. Action — 5 minutes
Teacher should ask students if their policy needs reframing. If so, how would they go about doing so? Students should consider publishing a public policy in their publication. Here is one from Conestoga High in Pennsylvania.
Differentiation
Students could further explore this topic by looking at the link between the Neshaminy situation and the Washington Post refusal to mention “Redskins” on its op ed pages